Despite this, some groups, the nontraditional communities, have refused to participate in the traditional system. The public schooling system was initiated during the 1830s to offer a culturally unifying educational experience for all the children. This paper traces the development of education using a research-based case study of Steiner Schools in England. Nontraditional communities within the education sector have been able to successfully define their educational journeys through various methods. The idea of alternative education evolved to become a mainstream approach in almost all communities within the US and throughout the world. Apart from technical or vocational schools as well as a few select programs curtailed for talented and at-risk students, about all the school districts were characterized by traditionally assigned families to the institutions based on geographic boundaries (Carnie, 2003, p.970). This is despite public education within the UK featuring unusual uniformity (Sliwka, 2008, p.83). Since the late 1500s, various schooling alternatives have been available for the nontraditional communities for those who could not afford them or those perceptions had a specific educational approach. By 2000, it was projected that more than 15% of the students enrolled in the UK public education were in attendance of public schools that they liked (Aldrich, Dean, & Gordon, 2013, p.27). Such programs including actual schools, programs in schools, and single classrooms, commenced evolving in the course of the 1960s and developed from isolated innovations within the existing local communities into educational reforms entailing many students. Non-traditional schooling or alternative schooling always refers to the alternative private and public pedagogical approaches, which are available to students and parents.
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